The current systematic literature review describes teachers’ challenges and strategies for implementing inclusive education for students with intellectual disabilities (ID). Inclusive education is not just a concept but a cornerstone of an equitable and inclusive society. It presents unique challenges for students with ID, and understanding these challenges is crucial for effective policy and practice. The review delves into the specific challenges teachers encounter in inclusive classrooms and examines their strategies to foster social inclusion. The findings of this literature review are expected to significantly contribute to a deeper understanding of the complexities involved in inclusive education for students with ID, thereby providing valuable insights for the development of effective policies and practices in this area.
Oo et al. (Sat,) studied this question.